The purpose of this qualitative study was to analyze teachers' perceptions of direct instruction phonics programs for student with a reading-based learning disability. The research study sought to determine teachers' perceptions regarding best practice in utilizing phonics to teach students with a reading-based disability. This study also explored variables that affect implementation of direct instruction phonics on students with a reading-based disability. Finally, this study sought to determine teachers' perceptions regarding their ability to effectively teach phonics to students with reading-based disabilities. The researcher explored the findings from the responses of thirty-eight elementary and middle school teachers in a southeastern Pennsylvania school district. The participants completed a researcher conducted online survey that included Likert-scale statements and open-ended responses. Interviews were completed with seven participants to gain additional perspectives of their perceptions. Results of the study affirmed that teachers believe phonics instruction is the most important component in teaching reading to children with reading -based learning disabilities. Findings also identified that time and training are large variable for the effectiveness of implementing a direct instruction phonics program. Lastly, data revealed that teachers feel confident in their ability to teach phonics but not until they gained experience in a classroom of their own.